The Effect of Third Grade Primary School Students' Reading Comprehension Skills, Attitudes Towards Speaking, and Gender on Their Achievement in Science

Gizem Tarakcı; İdris Aktaş

Makale detayları

The Effect of Third Grade Primary School Students' Reading Comprehension Skills, Attitudes Towards Speaking, and Gender on Their Achievement in Science

Yazarlar:

Gizem Tarakcı | İdris Aktaş

Yayıncı:

Mersin University

Ana Başlıklar:

Sınıf Eğitimi | Fen Bilgisi Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.600-616

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001356630

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 Students individual differences may affect their academic achievement either directly or indirectly. This study aims to examine the predictive roles of reading comprehension, speaking attitude, and gender on the science achievement of third-grade primary school students. The study employed a predictive correlational design and included 134 students selected through convenience sampling from five different primary schools in the city center of Çorum. Data were collected using the Demographic Information Form, the Reading Comprehension Test, the Speaking Skills Attitude Scale, and the Science Achievement Test. The data were analyzed using descriptive statistics, independent samples t-test, and hierarchical multiple regression analysis. The findings revealed that students reading comprehension levels were at a moderate level, while their speaking attitudes and science achievement were at a high level. Hierarchical multiple regression analysis indicated that reading comprehension significantly predicted science achievement, accounting for 32.6 of the variance. The inclusion of speaking attitude in the model resulted in a statistically significant improvement, explaining an additional 2.12 of the variance in science achievement. Adding gender further enhanced the model significantly, contributing an additional 2 to the explained variance. However, in the final model, the effect of speaking attitude on science achievement became statistically non-significant. In conclusion, reading comprehension, speaking attitude, and gender collectively explained 35.8 of the variance in science achievement. It is recommended that educational practices aiming to improve reading and speaking skills be emphasized to enhance students academic success in science.

 Students individual differences may affect their academic achievement either directly or indirectly. This study aims to examine the predictive roles of reading comprehension, speaking attitude, and gender on the science achievement of third-grade primary school students. The study employed a predictive correlational design and included 134 students selected through convenience sampling from five different primary schools in the city center of Çorum. Data were collected using the Demographic Information Form, the Reading Comprehension Test, the Speaking Skills Attitude Scale, and the Science Achievement Test. The data were analyzed using descriptive statistics, independent samples t-test, and hierarchical multiple regression analysis. The findings revealed that students reading comprehension levels were at a moderate level, while their speaking attitudes and science achievement were at a high level. Hierarchical multiple regression analysis indicated that reading comprehension significantly predicted science achievement, accounting for 32.6 of the variance. The inclusion of speaking attitude in the model resulted in a statistically significant improvement, explaining an additional 2.12 of the variance in science achievement. Adding gender further enhanced the model significantly, contributing an additional 2 to the explained variance. However, in the final model, the effect of speaking attitude on science achievement became statistically non-significant. In conclusion, reading comprehension, speaking attitude, and gender collectively explained 35.8 of the variance in science achievement. It is recommended that educational practices aiming to improve reading and speaking skills be emphasized to enhance students academic success in science.

 Students individual differences may affect their academic achievement either directly or indirectly. This study aims to examine the predictive roles of reading comprehension, speaking attitude, and gender on the science achievement of third-grade primary school students. The study employed a predictive correlational design and included 134 students selected through convenience sampling from five different primary schools in the city center of Çorum. Data were collected using the Demographic Information Form, the Reading Comprehension Test, the Speaking Skills Attitude Scale, and the Science Achievement Test. The data were analyzed using descriptive statistics, independent samples t-test, and hierarchical multiple regression analysis. The findings revealed that students reading comprehension levels were at a moderate level, while their speaking attitudes and science achievement were at a high level. Hierarchical multiple regression analysis indicated that reading comprehension significantly predicted science achievement, accounting for 32.6 of the variance. The inclusion of speaking attitude in the model resulted in a statistically significant improvement, explaining an additional 2.12 of the variance in science achievement. Adding gender further enhanced the model significantly, contributing an additional 2 to the explained variance. However, in the final model, the effect of speaking attitude on science achievement became statistically non-significant. In conclusion, reading comprehension, speaking attitude, and gender collectively explained 35.8 of the variance in science achievement. It is recommended that educational practices aiming to improve reading and speaking skills be emphasized to enhance students academic success in science.

 Öğrencilerin bireysel farklılıkları, akademik başarılarını doğrudan veya dolaylı olarak etkileyebilmektedir. Bu çalışma, ilkokul üçüncü sınıf öğrencilerinin okuduğunu anlama başarıları, konuşma tutumları ve cinsiyetlerinin fen akademik başarılarını yordama gücünü incelemeyi amaçlamaktadır. Yordayıcı korelasyonel desenin kullanıldığı çalışmaya, Çorum il merkezinde yer alan beş ilkokuldan uygun örnekleme yöntemiyle seçilen toplam 134 öğrenci katılmıştır. Veriler; Kişisel Bilgi Formu, Okuduğunu Anlama Testi, Konuşma Becerisi Tutum Ölçeği ve Fen Bilimleri Başarı Testi aracılığıyla toplanmıştır. Elde edilen veriler betimsel istatistikler, bağımsız örneklemler t-testi ve hiyerarşik çoklu regresyon analizi ile analiz edilmiştir. Bulgular, öğrencilerin okuduğunu anlama düzeylerinin orta; konuşma tutumlarının ve fen başarılarının ise yüksek düzeyde olduğunu göstermektedir. Hiyerarşik çoklu regresyon analizi sonuçları, okuduğunu anlama değişkeninin fen başarısını anlamlı düzeyde yordadığını ve başarıdaki varyansın 32,6sını açıkladığını ortaya koymuştur. Konuşma tutumunun modele eklenmesi açıklanan varyansı 2,12 oranında artırmış ve modelin anlamlı şekilde gelişmesini sağlamıştır. Cinsiyet değişkeninin eklenmesi ise açıklanan varyansa 2lik bir katkı sağlayarak modeli istatistiksel olarak anlamlı biçimde geliştirmiştir. Ancak bu üçüncü modelde, konuşma tutumunun fen başarısı üzerindeki etkisi anlamlılığını yitirmiştir. Sonuç olarak, okuduğunu anlama başarısı, konuşma tutumu ve cinsiyet birlikte fen başarısındaki toplam varyansın 35,8ini açıklamaktadır. Bu doğrultuda, öğrencilerin fen başarılarını artırmaya yönelik olarak okuma ve konuşma becerilerinin geliştirilmesine odaklanan uygulamaların teşvik edilmesi önerilmektedir.

Makale detayları

The Effect of Third Grade Primary School Students' Reading Comprehension Skills, Attitudes Towards Speaking, and Gender on Their Achievement in Science

Yazarlar:

Gizem Tarakcı | İdris Aktaş

Yayıncı:

Mersin University

Ana Başlıklar:

Sınıf Eğitimi | Fen Bilgisi Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.600-616

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001356630

pISSN:

1306-7850

gender

primary school students

reading comprehension

science achievement

speaking attitudecinsiyet

fen başarısı

ilkokul öğrencileri

konuşma tutumu

okuduğunu anlama

Sayı

Makale detayları

Yazarlar: Gizem Tarakcı | İdris Aktaş

Yayıncı: Mersin University

Ana Başlıklar: Sınıf Eğitimi | Fen Bilgisi Eğitimi

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.600-616

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001356630

pISSN: 1306-7850

Sayı

Yazarlar:

Gizem Tarakcı | İdris Aktaş

Yayıncı:

Mersin University

Ana Başlıklar:

Sınıf Eğitimi | Fen Bilgisi Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.600-616

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001356630

pISSN:

1306-7850